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The Effect of Gamified Learning Strategies On Grade

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IRENE JOY MISON
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85 views4 pages

The Effect of Gamified Learning Strategies On Grade

thesis

Uploaded by

IRENE JOY MISON
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
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THE EFFECT OF GAMIFIED LEARNING STRATEGIES ON GRADE 6

STUDENTS' ENGAGEMENT AND ACADEMIC PERFORMANCE IN


ARALING PANLIPUNAN AT STO. DOMINGO ELEMENTARY SCHOOL:
A QUANTITATIVE ANALYSIS

IRENE JOY J. MISON


STO. DOMINGO ELEMENTARY SCHOOL
ORION DISTRICT
SCHOOLS DIVISION OF BATAAN

NOVEMBER 2024
In recent years, sto. Domingo elementary school has experienced
challenges in maintaining student engagement in araling
panlipunan. Many students exhibit low enthusiasm towards the
subject, affecting their academic performance and overall
understanding of key concepts. With the rise of digital learning
tools and game-based learning strategies, there is a growing
interest in exploring the potential of gamification to address
these issues.

This study aims to quantitatively evaluate the effect of gamified


learning strategies on grade 6 students' engagement and
academic performance in araling panlipunan at sto. Domingo
elementary school. By integrating elements such as point
systems, leaderboards, quizzes, and interactive games, this
research will explore how these strategies can impact student
involvement and achievement in the subject.
Research questions
the study will attempt to find out "the effect of gamified learning strategies on grade 6
students' engagement and academic performance in araling panlipunan at sto.
Domingo elementary school: A quantitative analysis."
Specifically, it will seek to answer the following questions:
what are the pretest scores of the learners in the control and experimental groups?
(This question will examine the baseline knowledge and academic performance of both groups
before the intervention.)
What are the post-test scores of the learners in the control and experimental
groups?
(This question will measure the academic performance after the intervention, comparing
changes between the two groups.)
Is there a significant difference between the pretest scores of the control and
experimental groups?
(This question will explore whether the two groups were similar in their academic performance
before the gamified intervention.)
Is there a significant difference between the post-test scores of the control and
experimental groups?
(This will determine whether the gamified learning strategies had a measurable impact on the
academic performance of the experimental group compared to the control group.)
What are the implications of the study?
(This will address the broader impacts of the findings, such as recommendations for teaching
practices, the use of gamification in araling panlipunan, and possible effects on student
engagement and motivation.)
Proposed intervention/innovation/strategy
the proposed intervention for the experimental group will be the integration of
gamified learning strategies into the teaching of araling panlipunan. This
intervention aims to enhance student engagement, motivation, and academic
performance by incorporating elements of game mechanics (e.g., point systems,
leaderboards, quizzes, badges) into the lesson plans and classroom activities.
Gamification elements:
points and badges: students earn points for correct answers and good participation,
which can be redeemed for rewards or privileges.
Leaderboards: A weekly leaderboard will display the top-performing students,
motivating students to participate actively.
Interactive quizzes: use of digital quizzes with immediate feedback to encourage
students to test their knowledge in a fun, competitive manner.
Group challenges: collaborative tasks where students work in teams to solve
problems related to araling panlipunan topics, fostering teamwork and peer learning.
These strategies will be implemented in daily lessons and assessments to make
learning more interactive and enjoyable, creating a more dynamic and engaging
environment for grade 6 learners.

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